Tag: secondary

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Humor in the Classroom

Teachers wear a lot of hats in the short amount of time they are with their students each day. At any given moment, they might be a teacher, a nurse, a disciplinarian, a peace maker, a counselor, or even a comedian or entertainer. This is only one of the ways that teachers are amazing. Elementary teachers especially find themselves switching hats frequently during the day. It’s quite the skill, and is very impressive. 

So often in a classroom, the need for humor or silliness arises. Obviously, teaching isn’t meant to be a comedy act every day, but when used at the right time, comedy can be a great tool. Think of the last time you laughed and how you felt afterwards. I’d bet that most people would say that they felt happier and less tense or stressed after laughing. 

Using humor in the classroom can do a lot for the overall feeling in the room, and can help put people at ease. Humor can be used in many ways and in many situations, such as using it to diffuse a tense situation, make a point, bond with students, or help students remember something you’re teaching. 

Saying or doing something funny can help students feel more at ease. I remember several times using humor to try help lighten the mood in the room right before I handed out tests. While I wanted my students to focus on the test and do their best, I also wanted them to know that the test wasn’t the most important thing in their lives. I also recall times where I was feeling grumpy, tired, or otherwise just not in the mood to be in the classroom. Those times were usually when a student would execute a perfectly timed joke or funny comment, and the result was almost always a happier mood in the room.

Using humor or silliness to illustrate a point or concept can be very effective. When there is an emotion tied to something, there is a greater likelihood that the brain will remember it. When my seventh graders were learning when and where to use each kind of punctuation mark, we watched a short video of Victor Borge, who had created a sound for each punctuation mark. Every time he got to a comma, he would make a specific sound, and would make a different sound every time he got to a period, and so on. (If you want to watch it, click here.) After watching the video, I had students create their own “punctuation sounds” for a reading passage and perform them for the class. The amount of laughter was great that day, and the students talked about it all year long. 

It can feel a bit vulnerable for some people to stand in front of a room and act silly or try to use humor. But, if students see you laughing and making the best of a situation, they are more likely to respond with the same vibe. So many students gather information on the mood in the room, and respond accordingly. 

While humor can be a very effective teaching tool, it’s important to keep in mind that it ought not be used to make light of a very serious situation or to ridicule or speak poorly of any group or individual. There is never a place for jokes, comments, or humor that targets a specific group or person, especially in a negative manner.

Silliness and humor don’t have to be used in every setting or situation, but when the time and place are appropriate, it can make a big difference for all involved. After all, laughter is the best medicine!

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The Great Debate: Is End of Year Testing Worth It?

End of year testing. State testing. End of level assessments. Whatever you call them, students dread them, and most teachers do too. Across the nation, most schools administer some kind of end of year assessment to measure progress in core subjects, usually English/Language Arts, Math, and Science. 

There’s always been debate surrounding these kinds of assessments. Many believe they do not offer a truly accurate picture of progress and growth, while others see them as an effective tool for measuring progress. If you’ve been a teacher in any of the core subjects and have had to administer end of year tests, you can probably see evidence for both sides of the argument. For some students, the tests really do show the progress that has been made and do offer a pretty good picture of the knowledge that has been learned. For other students, test results are not an accurate picture of what has been learned— many students deal with test anxiety, simply don’t care and therefore give little effort into the test (were you one of the students who would use your Scantron sheet to make a picture rather than trying to find the right answers?), or perhaps are just having an “off” day for whatever reason. 

From a teacher’s perspective, I had a love/hate relationship with test days. By the end of the year, I was always physically and mentally exhausted, and test days provided me with a few very low-key days where I didn’t have to plan any structured lessons. I was able to catch up on grading, plan out the rest of the year, and take a minute to breathe. On the other hand, test days often proved to be a struggle, as many students would finish their test the first day of testing, then would proceed to cause problems or distractions for the students who had not yet finished. It became a game of “how do I keep these kids entertained” while also keeping the test-takers focused. 

And while I am all for seeing the improvement and growth that my students made over the course of the year, state tests didn’t provide an full picture of that growth. As their teacher, I was able to see their progress from month to month, and could truly see how far they had come. Since I was not the one who wrote the test, nor did I know what questions they would encounter on the test, I could only do so much to prepare them for the test. I would obviously teach the core standards that I was expected to teach, but as far as how the test was worded or the kinds of questions that were asked, that was out of my control. 

In order to decrease test anxiety as much as I could, I would always do my best to review core concepts in the weeks leading up to the test. I would assure students that their test score had absolutely no impact on their grade for my class. As long as they tried and put in effort (and didn’t bother other students during testing), they would get a participation grade. I would remind them that this was a test that they were required to take, and that they should do their best, but that their results didn’t indicate their worth. I would also usually offer some kind of “reward” day after testing to give them a chance to unwind. 

Though I’m not currently teaching, I am now seeing testing from a parent’s view. I’m always sure to let my kids know that they are smart and capable, and that as long as they do their best, that’s what matters most. My husband and I do our part to get them to bed at a good time so they are well rested, and make sure to feed them a good breakfast before they go to school. We don’t make a big deal out of it because we don’t want them to feel any extra pressure or stress about taking the tests. 

I don’t know that there are any easy answers to the testing debate. Will there ever be a day when state tests are not given? Maybe. There will always be need to measure progress, but what that looks like and how it is measured may change. Until then, we will continue to do our best and encourage our students and kids the best we can!

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Creating A Unified Classroom

My third period class on A-days was something special. We started off the year a little disorganized and unsure, but by the end of the first term, we had settled into a rhythm and were in a groove. The kids all got along well, supported each other, cared about their learning, and genuinely cared about each other. It was magical. It was a stark contrast to my fourth period on B-days, who quickly became the class that I had to mentally prep myself for the most— the kids didn’t get along very well, didn’t care if their classmates succeeded, and just plain didn’t care about much. 

As a teacher, I did my best to create a classroom community where all of my students felt safe, included, and supported. I taught the same material, assigned the same assignments, and was consistent in my management. The biggest difference between the two classes? The kids. The students in these two classes came to school each day with different attitudes toward learning. One class came ready to learn, ready to be engaged, and ready to help each other. The other rolled into class, counting down the minutes until the bell rang and they were done. It was every man for himself. 

It’s probably not a surprise that the overall success and grades of the first class was higher than that of the second. It’s amazing what can happen when students care about each other and encourage each other, especially in junior high. When an already vulnerable teen feels safe and supported by their peers, they are more willing to take risks and ask for help when they need it. They are more willing to learn from each other and share their knowledge with others. Confidence increases as students work together to learn. 

The question here, then, is how do we as teachers encourage a tight-knit classroom community? Often times, we can do all that we can, and if the kids just aren’t interested, we can only do so much. But sometimes, students can be encouraged and gently nudged into supporting each other. When we provide opportunities for students to work together and cheer each other on, we are working toward that community feeling. When we give kids the chance to feel like they matter and are safe, the walls start to come down, and they begin to build trust in their peers. This usually isn’t an automatic or natural thing for kids to do, but it is worth working toward. 

We can encourage a classroom community by modeling what that looks like. Share and celebrate successes. Demonstrate what it means to show up and support someone in a time of need. Teach your students to invest in each other by asking questions about their lives and interests. Model what it looks like to genuinely listen. Show how students can have a meaningful conversation where they both hear and are heard. Provide them with opportunities to engage with one another and work together. 

It might take some work and practice, but once they get the hang of it, you will see a difference in your students and the way they show up for class and in the way they treat each other. It’ll be worth it, and you won’t regret it!

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In Praise of Teachers

Today was the last day of school for my kids. We attended kindergarten graduation for one of our sons, and while we were there, I popped into my other kids’ classrooms to snap a quick picture of them with their teachers and say one more “thank you” to them. If there’s one thing I know, it’s that teachers don’t get thanked enough, so I didn’t want to end the year without them knowing that what they do matters. 

I’ve thought back on the school year and have remembered so many instances where the influence of a teacher caused a positive change. Most teachers will never know just how deeply they have impacted their students, but the parents do, and the parents remember. The students may not always remember, but their growth is proof of good teachers.

To the teachers out there, doing their best, thank you!

Thank you for sacrificing your personal time to plan, prep, and grade.

Thank you for planning engaging lessons.

Thank you for making each student feel seen and loved.

Thank you for the endless hours you spend doing your job.

Thank you for encouraging your students and cheering them on.

Thank you for celebrating the wins, and comforting during the losses.

Thank you for remembering important things about each student.

Thank you for advocating for your kids— sometimes (sadly) you’re the only one who will.

Thank you for pushing your students to be better, do better, and learn more.

Thank you for protecting your students.

Thank you for creating a safe place for kids to be.

Thank you for taking time to communicate with parents and guardians.

Thank you for welcoming all students, regardless of their background or situation.

Thank you for never giving up.

Thank you for reminding students that they are amazing, capable young people.

Thank you for instilling in them a sense of goodness and kindness.

Thank you for loving and caring.

Thank you for what you do and who you are.

So from one parent who remembers, thank you. Thank you to all the teachers out there who work hard and spend countless hours planning, prepping, teaching, grading, and caring. Your job isn’t easy: it’s exhausting, you’re underpaid, and often times, overlooked. But please know that there are parents who do see you, and who are grateful for your efforts.

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Summer Reading Doesn’t Have to be a Chore

Summer is almost upon us, and that usually means less structure and less of a schedule. And let’s be honest, that’s a blessing and a curse. It can be tricky to find a good balance between order and chaos. If you’re like me, you find yourself hitting panic mode right about now because how are you going to entertain the kids all day and get your work done and keep up with laundry and dishes and keep your kids’ brains from turning to mush?? It can be a lot. Let me take some of the stress off with a few helps! I’ve made a couple of summer reading resources that you can use. I’ve created a summer reading challenge with fun ideas of places to read and different kinds of things to read. I’ve also made a reading tracker. Both are available in color and black and white. You can decide if you want to have an end reward for completing the challenge and tracker! 

Some kids will just automatically pick up books over the summer and will read for hours on end. Others need a little more encouragement. Either way, I hope these resources help your kids stay on track and keep their minds active over the summer. 

Teachers, feel free to print this out and hand it out to your students before they leave your classroom for the year.

** As always, these resources are meant to be helpful. Please do not sell them, modify them, or claim them as your own. **

Summer Reading ChallengeDownload
Summer Reading Tracker-2Download
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Teaching Kids About Courage

Trying new things is scary and hard sometimes! It doesn’t matter your age— the unknown can be intimidating. Picture books have a great way of teaching kids (and adults!) life lessons, including lessons about facing fears and having courage to try new things. While looking for some other books at the library the other day, I stumbled across a whole section of children’s books dedicated to this theme. 

So if you’re like me (or some of my kids) and need a reminder that sometimes being brave is scary, these books just might be for you! 

The Thing Lou Couldn’t Do by Ashley Spires

Lou is always up for big adventures with her friends… until they suggest that they play pirates up in a tree. Lou has never climbed a tree, and isn’t so sure about it. She finds all kinds of excuses to avoid climbing up to her friends, but when they all exclaim that the pirates need help, she knows she must give it a try. So she does, and she fails. After convincing herself that it’s not that she can’t climb the tree; it’s just that she doesn’t know how to yet. She decides that she will come back the next day and try again!

This story is perfect for talking to kids about being brave and trying again if it doesn’t work the first time. The illustrations are cute and well done.

The Magical Yet by Angela DiTerlizzi and illustrated by Lorena Alvarez

This book follows a young girl who just can’t seem to figure out how to ride a bike. She keeps trying, and keeps failing. She wants to give up… until the magical Yet shows up. With Yet, she can start to see that her dreams will come true, for Yet is a dreamer, maker, and one who finds a way. Yet is patient and encouraging when failures happen. Yet doesn’t give up! With Yet by her side, she learns to keep pushing forward and eventually gets to be where she wants to be.

This book is written in rhyme format, and is catchy and fun to read. The words flow well, and the illustrations are magical. It gives you the perfect dose of courage, knowing that your own personal Yet is right by your side as you try new things.

Jabari Jumps by Gaia Cornwall

Jabari, his dad, and little sister head to the pool. Jabari tells his dad that he is going to jump off the diving board today. His dad offers encouragement and cheers him on. As Jabari gets closer to the diving board, he realizes how high it really is. He begins to come up with excuses and reasons to not try. His dad gives him a pep talk and tells him to take a deep breath and tell himself he is ready. Jabari follows his dad’s advice and begins the climb up the ladder. He got to the edge of the board, took a deep breath, and told himself he felt ready. He took the leap and discovered it was really fun! The book ends with him telling his dad that he’ll do a double backflip next.

The pictures in this book are wonderful, and the story line is perfect for teaching kids about how to work up the courage to try something new.

Jabari Tries by Gaia Cornwall

Jabari is back, but this time, he is determined to make a little machine that can fly across his backyard. Everything he tries doesn’t work. He’s getting frustrated and wants to give up. When his dad comes and gives him a little pep talk, he tells Jabari to “gather up all his patience, take a deep breath, and blow away all the mixed feelings inside.” Together with his little sister as his helper, Jabari gets the courage to try again. He gives it one more try, and this time, it works! He is proud of himself for not giving up and for having the courage to finish what he started.

One of the most important lessons to learn as a child is to have courage and be brave. We’re all faced with tricky situations, but being brave can change everything. These picture books all do an excellent job of illustrating just that. These books would be great to read with a class at the beginning or end of the year as kids head into a new season and part of their life!

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What Do You Want to be When You Grow Up?

How many times did you answer the question, “What do you want to be when your grow up?” as a kid? Can’t count all the times? Neither can I. It’s a common question to ask kids and teens, and it’s often a question that kids don’t know the answer to. There are so many jobs to choose from, and when your knowledge is limited, it’s hard to make a choice. Thank goodness the jobs we might have chosen as ten year olds weren’t set in stone, and we had the chance to change our minds. I mean, I’m pretty sure if they had been set in stone back then, the majority of my fifth grade class would have ended up being marine biologists— because that was a big thing in the 90s!

Kids and teens all seem to know about the community helper type of jobs— police, fireman, nurse, doctor, and teacher. What they might not know, are the subcategories under those jobs as well as so many other kinds of careers out there. Providing kids with knowledge about various career fields will empower them to choose a job that suits them best and fits their interests and skills. 

While kids need this knowledge, we can’t just expect them to know where to go to get it. As teachers, parents, and leaders, we need to provide opportunities for them to learn about all kinds of jobs. So how do we do this?

First, we can make it part of our curriculum when kids are young. If you’re teaching a unit on human body systems, you can include a little bit of information about the different kinds of jobs people can do that deal with body systems. If you’re teaching a unit on recycling and caring for the Earth, invite a sanitation worker to come in and teach about garbage pickup and recycling. For a music unit, invite a musician to come in and talk to the kids. 

Second, as kids get older and start to think more seriously about their careers, it might be a good idea to have a unit on different types of jobs and the kind of education you need to do them. When I was teaching junior high, my school held a school-wide career exploration day. People from the community would volunteer their time to come teach students about their profession. We had a wide variety of careers represented, making it an experience that every student would be able to benefit from. Students had the chance to choose four classes that they wanted to attend. Each rotation was about 20 minutes in length, and presenters used that time to talk about their job, what they do, what kind of education they obtained, and so on. Students were then given a chance to ask questions. With career presentations from bankers, authors, EMS personnel, business owners, animators, IT, and beyond, it was always a huge success.

Third, when appropriate, and at the right age, students can participate in a job shadowing experience. This is helpful because it allows them to see first hand the daily tasks and responsibilities of the job in which they are interested. This kind of hands on experience will provide more insight than simply reading an article about a job.

Another thing we can do to help students know more about potential careers is to have them take a career aptitude test. Typically, these are more beneficial once a student is a little older and has more of a grasp on their interests. I spoke with a vocational counselor, and he recommended My Next Move, which I tried. I also tried Career Explorer. Both assessments asked similar questions, though Career Explorer seemed to go a bit more in depth. Both gave career suggestions at the end of the survey, with links to click on to learn more about that career. Not surprisingly, my results on both tests suggested that I become a teacher or a healthcare worker, both of which I have done in the past, and both of which I have very much enjoyed. 

When we provide kids with options and resources to explore potential careers, they are able to make more informed decisions. Do they have to have it all figured out right now? No. But it never hurts to have a little head start!